Conceptual, pedagogical, cultural, and political dilemmas of implementing a constructivist workshop approach to teaching literacy. Issue 7 (2nd October 2016)

• Record Type: Journal Article
• Authors: Porath, Suzanne L.
• Is Part Of: Teachers and teaching. Volume 22:Issue 7(2016)
• Page Start: 879
• Page End: 891
• Publication Date: 2016-10-02
• Subjects: Teacher knowledge -- constructivism -- reflective practice -- teacher change -- dilemmas; Teaching -- Periodicals; 371.005
• DOI: 10.1080/13540602.2016.1185822
• Languages: English
• ISSNs: 1354-0602

Abstract

Abstract: Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work.